Running Head: Reflective Discourse

Reflective Discourse
Megan MacDonald
UNE
EDU 695 Portfolio
Dr. William Diehl
June 25, 2015

Running Head: Reflective Discourse

In my thirteen years as a teacher I have learned many valuable lessons, but the one
piece of knowledge that remains consistent is that education is constantly changing. Students
come to our classrooms with different experiences, interests, and skills; standards and
learning expectations undergo reforms as our world advances; and teaching methods,
practices and strategies evolve to meet the increasing education demands. To be effective,
teachers must stay current and adapt their instruction to meet these many demands.
My work through UNEs masters program lead me to the important understanding that
teachers need to find effective ways to differentiate learning opportunities for the various
learners in their classroom. This includes offering a variety of activities, using a variety of
resources, providing differentiated assessments, and incorporating strategies such as the
graphic organizer into the learning environment. I learned that I can differentiate by creating
menus of activities in which students make choices based on their interests and skills,
creating cooperative learning groups, and providing information using a variety of media.
Providing a differentiated classroom will help students feel successful which will increase
their confidence and motivate them to continue to take risks and accept challenges
(Tomlinson, 2001).
According to Eric and Lynley Anderman (2013) academic motivation is a complex
concept and difficult to understand, but must be considered if teachers are to create successful
learning environments for all students. Anderman and Anderman (2013) offer a variety of
strategies for teachers to consider as they work to increase their students motivation. One
strategy that I learned and employ in my classroom is to create opportunities for students to
have ownership of their learning by setting their own goals. Students can then choose
activities and reflect upon their progress toward meeting these goals. Creating authentic

Running Head: Reflective Discourse

learning opportunities and providing many opportunities for inquiry can also engage and
motivate students. These strategies help empower students.
In classrooms where students are setting their own goals, making choices about
resources and activities, and working at their own pace it is crucial for teachers to determine
appropriate and effective behavior management practices. Throughout my coursework I have
studied a variety of practices and strategies that can be implemented to create a collaborative,
successful learning environment. One strategy that I learned and use frequently is to include
students in the behavior management process. This can be accomplished in the classroom by
having students help set rules, and allowing students to make choices (Anderman &
Anderman, 2013). In my classroom we spend the first part of the school year discussing
student and teacher behavioral expectations. Together the students and I create a list of rules,
consequences and rewards. Creating clear procedures and structures is another strategy for
successfully managing the classroom. These consistent structures help alleviate students
stress levels allowing them to feel calm and in control. This creates a classroom environment
where students can thrive.
My experience through UNEs masters program has been extremely meaningful and
has helped me improve my craft as a teacher and increased my confidence as a leader. The
learning opportunities through my coursework have inspired me to be more reflective and
thoughtful about my instructional practices and strategies. I believe this to be extremely
important if I am to create the most effective and successful learning opportunities for all
students. Overall my work through UNE has provided me the tools and skills needed to
become a more thoughtful and effective educator with respect to both instruction and
environment.

Running Head: Reflective Discourse

References

Anderman, E. M., Anderman, L. H. (2013). Classroom motivation (2nd ed.). Upper

Saddle River NJ: Pearson Education, Inc.

Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms

(2nd ed.). Alexandria, VA: ASCD.